Early Career News

Youths' Relationship with Culture: Tracing Sixth Graders' Learning Through Designing Culturally Centred Multimedia Projects | Publication

Lili Yan (2022 CADRE Fellow) co-authored this British Journal of Educational Technology article with Breanne K. Litts, Melissa Tehee, Stuart Baggaley, and Jennifer Jenkins.

Utilizing Trust to Examine Pre-Service Teachers’ Challenges When Learning to Implement Mathematics Tasks | Publication

Tracy E. Dobie, Erin Smith, Naomi Jessup, Jennifer Ward, Katherine Baker, Kathleen Nitta, and Monica Gonzalez (2014-15 CADRE Fellow) published this article in Investigations in Mathematics Learning.

What Do We Know About the Extent of Teacher Shortages Nationwide? A Systematic Examination of Reports of U.S. Teacher Shortages | Publication

Tuan D. Nguyen, (CAREER Awardee) published this AERA Open article with co-authors Chanh B. Lam and Paul Bruno.

Using Social Network Analysis to Assess Connections Within Climate and Energy Education Organizations: A Case Study Conducted by the Climate Literacy and Energy Awareness Network (CLEAN) | Publication

Kathryn J. Boyd, K. C. Busch (2013-14 CADRE Fellow), Anne U. Gold, Emily G. Ward, Frank Niepold, Kristen Poppleton, Don Haas, Gina Fiorile-Desranleau, and Deb L. Morrison co-authored this article in Environmental Education Research.

The Rodrigo & Luz Chronicles: A Composite Counterstory | Publication

Carlos Nicolas Gómez Marchant (2014-15 CADRE Fellow), Gerardo Sánchez Gutiérrez, Amy Rae Johnson, Alexandra R. Aguilar, Karina Méndez Pérez, and Mona Baniahmadi published this article in the Journal Committed to Social Change on Race and Ethnicity.

Publishing Mathematics Education Research in English: Amplifying Voices from the Field | Publication

Lisa Darragh, Karin Brodie, Anjum Halai, Núria Planas, Despina Potari, Manuel Santos-Trigo, Thorsten Scheiner, and Janet Walkoe (CAREER Awardee) published this article in the Journal of Mathematics Teacher Education.

Mathematics Teacher Educators’ Navigational Expertise When Designing Multimodal Representations of Practice: A Semiotic Analysis | Publication

Gil Schwarts, Patricio Herbst, Daniel Chazan, Orly Buchbinder (CAREER Awardee), Lawrence M. Clark, Rob Wieman, and William Zahner published this Journal of Mathematics Teacher Education article.

Intent and Extent: Computer Science Concepts and Practices in Integrated Computing | Publication

Lauren E. Margulieux (CAREER Awardee), Yin-Chan Liao, Erin Anderson, Miranda C. Parker, and Brendan D. Calandra published this article in ACM Transactions on Computing Education.

Expanding Language Use: Supporting Emergent Multilingual Learners’ Sensemaking in Science | Publication

Samuel Lee (2024 CADRE Fellow) published this Science Scope article with co-authors Benjamin Difrancesco, Caitlin G. Fine, and Katherine L. McNeill.

Bringing Computational Thinking into Classrooms: A Systematic Review on Supporting Teachers in Integrating Computational Thinking into K-12 Classrooms | Publication

Zhichun Liu, Zarina Gearty, Eleanor Richard, Chandra Hawley Orrill, Shakhnoza Kayumova (CAREER Awardee), and Ramprasad Balasubramanian published this article in the International Journal of STEM Education.

An Anti-deficit Counter-Story of a Black Girl’s Forms of Resilience in a Standards-based Mathematics Classroom | Publication

Brittney Ellis and Elizabeth Wrightsman (2023 CADRE Fellow) published this article in the Journal of Urban Mathematics Education.

What Does a Scientist Look Like? Children's Perceptions of Scientist Gender and Skin Tone | Publication

Angelina Joy, Channing J. Mathews (2021 CADRE Postdoc), Adam Hartstone-Rose, and Kelly Lynn Mulvey (CAREER Awardee) published this School Science and Mathematics article.

What Do You Do with an Idea? | Publication

Gladys H. Krause (2016-17 CADRE Fellow) co-authored this article with Caroline Utne Finchum, and Maria-Emilia Borja for Mathematics Teacher: Learning and Teaching PK-12.

Positioning Students as Thinkers and Doers of Mathematics | Publication

Danielle Moloney Gallagher, Temple A. Walkowiak, and Jonee Wilson (2013-14 CADRE Fellow) published this article in Mathematics Teacher: Learning and Teaching PK-12.

Leading Systemwide Improvement in Elementary Science Education: Managing Dilemmas of Education System Building | Publication

Emily Rose Seeber, James P. Spillane, Xiaoyu Yin, Christa Haverly (2018-19 CADRE Fellow), and Weiyu Quan published this article in the American Educational Research Journal.

Exploring How Museums Can Support Science Teacher Leaders as Boundary Spanners | Publication

Sara C. Porter, Michelle Phillips, Sarah Stallings, and Ti'Era Worsley (2019-20 CADRE Fellow) co-authored this Science Education article.

Conceptualizing Community-Level Environmental Literacy Using the Delphi Method | Publication

Lauren Gibson, K. C. Busch (2013-14 CADRE Fellow), Kathryn Stevenson, Lynn Chesnut, Bethany Cutts, and Erin Seekamp published this Environmental Education Research article.

Arrebatos and Institutionalized Barriers Encountered by Low-Income Latino/a/x Engineering Students at Hispanic-Serving Institutions (HSIs) and Emerging HSIs | Publication

Cristhian Fallas Escobar, Joel Alejandro Mejia (2013-14 CADRE Fellow), and Tess Perez published this article in the Journal of Engineering Education.

Analyzing the Impact of Basic Psychological Needs on Student Academic Performance: A Comparison of Post-pandemic Interactive Synchronous Hyflex and Pre-pandemic Traditional Face-to-Face Instruction | Publication

Nathan Mentzer (CAREER Awardee) published this Educational Technology Research and Development article with co-authors Elnara Mammadova, Adrie Koehler, Lakshmy Mohandas, and Shawn Farrington.

Advanced Biology Students’ Individual Conceptions of Scientific Researchers After Participating in Biomedically Relevant CRE | Publication

Ashley L. Waring-Sparks, Rachel A. Waring-Sparks (2022 CADRE Fellow), Rebekka Darner, and Nathan T. Mortimer co-authored this article in the Journal of Microbiology & Biology Education.

Focus Groups as Counterspaces for Black Girls and Black Women: A Critical Approach to Research Methods | Publication

Whitney N. McCoy, Terrell R. Morton (CADRE co-PI, 2018 CADRE Postdoc), Angela M. White, and Marketa Burnett published this article in Contemporary Educational Psychology.

A Model-based Instructional Approach in a Socio-ecological Course-based Undergraduate Research Experience (CURE) | Publication

Amanda E. Sorensen, Ashley Alred, Joseph J. Fontaine, and Jenny M. Dauer (2012-13 CADRE Fellow) published this Ecosphere article.

Former Fellow Featured on EdSurge Podcast Episode About AI | Podcast

Jeremy Price (2011-12 CADRE Fellow) was featured on the EdSurge Podcast episode “AI Chatbots Reflect Cultural Biases. Can They Become Tools to Alleviate Them?”

Former Fellows Awarded NEA Research Grants | Awards & Recognition

Salvador Huitzilopochtli (2017-18 CADRE Fellow) and Sandra Zuñiga Ruiz (2022 CADRE Fellow) received Equity in Math Education grants from the National Academy of Education.

Fellows Alumni Receive NSF Awards | Awards & Recognition

Jenny M. Dauer (2012-13 CADRE Fellow) and Joel Alejandro Mejia (2013-14 CADRE Fellow) received NSF DUE awards.

A Scoping Review of the Intersection of Environmental and Science Identity | Publication

Susan Caplow and Roberta Hunter (2020 CADRE Postdoc) co-authored this article for the Interdisciplinary Journal of Environmental and Science Education.

Teacher Curricular Sensemaking: Revealing Salient Moments of a Science Teacher's (Un)certainty in Relation to Opportunities for Students' Scientific Sensemaking | Publication

Sage Andersen, María González-Howard (CAREER Awardee; 2015-16 CADRE Fellow), and Karina Méndez Pérez published this article in the Journal of Research in Science Teaching.

“Mirrors and Windows:” A Case Study of Educators’ Culturally Responsive Teaching Aspirations and Syllabi Transformation in the Arts | Publication

Tajma Cameron (2024 CADRE Fellow) published this Teaching and Teacher Education article with co-authors Valdijah Ambrose Brown, Jen Katz-Buonincontro, Ross C. Anderson, Allan Edmunds, Jessica Land, and Mari Livie.

Leading Elementary School Science: Taking a Multilevel Distributed Perspective to Explore Leadership Practice | Publication

Angela M. Lyle, James P. Spillane, and Christa Haverly (2018-19 CADRE Fellow) published this article in Educational Administration Quarterly.

Evidence-based Multimodal Learning Analytics for Feedback and Reflection in Collaborative Learning | Publication

Lixiang Yan, Vanessa Echeverria, Yueqiao Jin, Gloria Fernandez-Nieto, Linxuan Zhao, Xinyu Li, Riordan Alfredo, Zachari Swiecki (2015-16 CADRE Fellow), Dragan Gašević, and Roberto Martinez-Maldonado authored this article for the British Journal of Educational Technology.

Three Fellows Alumni Awarded DRK-12 Grants | Awards & Recognition

Carlos Gómez Marchant (2014-15 CADRE Fellow), Casey Hord (2010-11 CADRE Fellow), and Janice Mak (2022 CADRE Fellow) received DRK-12 awards.

Supporting Student Voice in Science Classrooms: The Limits of Psychosocial Approaches and the Importance of Sociocultural and Critical Perspectives on Student Agency | Publication

Christine Lee Bae (CAREER Awardee), Ananya M. Matewos, and John Fife published this article in Educational Psychologist.

Communities of Practice and the Elevation of Urban Elementary Teacher Discourse About Critical Pedagogy of Place | Publication

Gail Richmond, Roberta Hunter (2020 CADRE Postdoc), Tali Tal, and Grace Tukurah co-authored this article in Cultural Studies of Science Education.

“Navigating and Applying Epistemic Integrity” as a Missing Science Practice: Re-envisioning Ethics for Both Undergraduate Chemistry Students and Instructors | Publication

Meng-Yang Matthew Wu (2022 CADRE Fellow) and Jon-Marc G. Rodriguez published this article in the Journal of Chemical Education.

Not Honors Material: The High Stakes of Educational Triage for Science Education | Publication

Melissa Braaten (2009-10 CADRE Fellow) published this American Journal of Education article.

Engaging Elementary Mathematics Specialists: Strengthening the Connections Between University Coursework and Practice | Publication

Susan O. Cannon (CAREER Awardee) co-authored this School Science and Mathematics article with Brittney Castanheira, Jeffrey Keese, and Shaffiq Welji.

The Making of an Outdoor Educator: A Mixed Methods Study of Identity Through Voice and Discourse | Publication

Aimee Fraulo, Sarah J. Carrier, and K. C. Busch (2013-14 CADRE Fellow) published this article in the International Journal of Science Education, Part B.

“I Really Got to Think About My Background, Their Background, and How Do We Come Together on Something?”: One Emergent Mathematics Teacher Leader's Reflexive Journey with Social Justice Mathematics | Publication

Kari Kokka (CAREER Awardee) published this article in School Science and Mathematics.

Incorporating Design Based Implementation Research with a Randomized Controlled Trial to Develop and Evaluate the Efficacy of Playful Rational Number Learning | Publication

Kreshnik N. Begolli (2013-14 CADRE Fellow), Vanessa N. Bermudez, LuEttaMae Lawrence, Lourdes M. Acevedo-Farag, Sabrina V. Valdez, Evelyn Santana, Daniela Alvarez-Vargas, June Ahn, Drew Bailey, Katherine Rhodes, Lindsey E. Richland, and Andres S. Bustamante published this Contemporary Educational Psychology article.

“This Isn't School, You Know”: Designing for Science Teachers’ Sensemaking of STEM Ecosystems | Publication

Sara C. Porter and Carrie D. Allen (2014-15 CADRE Fellow) co-authored this article for Science Education.

Political Conocimiento in Teaching Mathematics: Mathematics Teacher Candidates Enacting Their Ethical Identities | Publication

Rochelle Gutiérrez, Kari Kokka (CAREER Awardee), and Marrielle Myers published this article in the Journal of Mathematics Teacher Education.

The Impact of Team Synchrony on Argument Construction and Science Knowledge Acquisition: Insights from a Science Learning Game | Publication

Lili Yan (2022 CADRE Fellow) published this Journal of Science Education and Technology article with co-authors Chungsoo Na and Jina Kang.

Shining Light on Preschool Science Investigations: Exploring Shadows and Strengthening Visual Spatial Skills | Publication

Danae Kamdar, Tiffany Leones, Regan Vidiksis (2014-15 CADRE Fellow), and Ximena Dominguez published this article in Science and Children.

Re-imagining Science Education Research Toward a Language for Science Perspective | Publication

María González-Howard (CAREER Awardee, 2015-16 CADRE Fellow), Sage Andersen, Karina Méndez Pérez, and Samuel Lee (2024 CADRE Fellow) published this Cultural Studies of Science Education article.

Racialized Spatial Imaginaries: Authoring an Elementary School Teacher of Engineering Identity | Publication

Christopher Wright, Monet Harbison, Eli Tucker-Raymond, Kareem Edouard, Sinead Meehan, Tajma Cameron (2024 CADRE Fellow), and George Schafer published this Science Education article.

Examining What and How Secondary Science Preservice Teachers Learn from Using a Suite of Online Simulations | Publication

Calli Shekell (2021 CADRE Postdoc), Jamie N. Mikeska (2010-11 CADRE Fellow), and Pavneet Kaur Bharaj published this article in the Journal of Science Teacher Education.

Developing Preservice Elementary Teachers’ Self-Efficacy Toward Teaching Science | Publication

Amal Ibourk (CAREER Awardee) and Clausell Mathis published this International Journal of Science Education article.

Design Parameter Values for Planning Mediation Studies with Teacher and Student Mathematics Outcomes | Publication

Fangxing Bai (2024 CADRE Fellow), Yanli Xie, Ben Kelcey, Amota Ataneka, Leigh McLean, and Geoffrey Phelps co-authored this article for the Journal of Research on Educational Effectiveness.

Addressing Disproportionality and Racial Inequities in Special Education Through Policy Change | Publication

Brenda Barrio and Carrie D. Allen (2014-15 CADRE Fellow) published this article in Theory Into Practice.

A Case Study Comparison of Undergraduate Education and Engineering Majors’ Understanding of Community Engineering | Publication

Tina Vo (2016-17 CADRE Fellow), Rebekah Hammack, Paul Gannon, Nicholas Lux, Blake Wiehe, Miracle Moonga, and Brock LaMeres published this Journal of Science Teacher Education article.

Exploring and Promoting a Student's Covariational Reasoning and Developing Graphing Meanings | Publication

Teo Paoletti (CAREER Awardee) published this article in The Journal of Mathematical Behavior with co-authors Irma E. Stevens, Srujana Acharya, Claudine Margolis, Allison Olshefke-Clark, and Allison L Gantt.

Co-ML: Collaborative Machine Learning Model Building for Developing Dataset Design Practices | Publication

Tiffany Tseng, Matt J. Davidson, Luis Morales-Navarro, Jennifer King Chen (2018 CADRE Postdoc), Victoria Delaney, Mark Leibowitz, Jazbo Beason, and R. Benjamin Shapiro published this article for Transactions on Computing Education.

Beyond the Monolith: A Systematic Review of the Literature on Latiné/x/a/o Students in Engineering Using a Liberative Approach | Publication

Renata A. Revelo, Joel Alejandro Mejia (2013-14 CADRE Fellow), Janice Mejía, and Idalis Villanueva Alarcón published this Journal of Engineering Education article.

All Sorts of Quality Interactions with English Learners | Publication

Haiwen Chu and Guillermo Virgilio Lopez (2022 CADRE Fellow) co-authored this article for Mathematics Teacher: Learning and Teaching PK-12.

CADRE Fellows alumni receive Emerging Scholar awards from the AERA Out-of-School Time SIG | Awards & Recognition

Laura Pe ñ a-Telfer (2023 CADRE Fellow) received the Emerging Scholar Award and Ti’Era Worsley (2019-20 CADRE Fellow) the Emerging Scholar Honorable Mention from the AERA Out-of-School Time SIG.

Unlocking the Everdoor: Analyzing the Serious Game Spiritfarer | Publication

Noah Glaser (2021 CADRE Postdoc), Lucas Jensen, Tina Riedy, Maggie Center, Jim Shifflett, and Joseph Griffin published this article in Educational Technology Research and Development.

Thinking Critically, Coding Creatively: Elevating Social Studies Through Inquiry-based Learning and Computer Science Integration | Publication

Michael J. Berson, Ilene R. Berson, Kristen L. Franklin, Valerie N. Fawley, Perry S. Shank, Rebecca E. Dovi, Santiago Gasca (2017-18 CADRE Fellow), Eric D. Hochberg, and Debra Bernstein published this article in Social Education.

CTE Mechanisms: The Effects of Career and Technical Education Center Admissions Offers in Baltimore | Publication

Jay Plasman (2015-16 CADRE Fellow) published this Educational Evaluation and Policy Analysis article with co-authors Marc L. Stein, Rachel E. Durham, and Zyrashae Smith-Onyewu.

Conceptualizing Community Scientific Literacy: Results from a Systematic Literature Review and a Delphi Method Survey of Experts | Publication

K. C. Busch (2013-14 CADRE Fellow) and Aparajita Rajwade published this Science Education article.

Comprehensiveness, Frequency, and Consistency of Science in Elementary Schedules | Publication

Elizabeth A. Davis and Christa Haverly (2018-19 CADRE Fellow) co-authored this Science & Children article.

Community Gardens as Places for Ecological Caring in Action | Publication

Amal Ibourk (CAREER Awardee), Lauren Wagner, Deb Morrison, Syrena Young, and Justin Milledge published this article in Science & Children.

Children Communicating Care Through Curiosity Walks: Using Scientific Practices to Cultivate Knowledge About Climate Justice | Publication

Kathleen Schenkel (2016-17 CADRE Fellow) published this Science & Children article with co-authors Cassie J. Brownell and Jon M. Wargo.

Supporting Students with Blindness and Visual Impairments to Learn Computational Thinking Through Astronomy | Publication

Eric D. Hochberg, James K. L. Hammerman, and Santiago Gasca (2017-18 CADRE Fellow) published this article in the Journal of Blindness Innovation and Research.

Socioscientific Modeling: Helping Students See Systems and Understand Messy Issues | Publication

Eric A. Kirk (2023 CADRE Fellow) published this Science Scope article with co-authors Troy D. Sadler, Zhen Xu, Jamie N. Elsner, Rebecca R. Lesnefsky, Li Ke, and Laura Zangori.

Real-World Scenarios Value Community and the Climate | Publication

Helen Francis and Susan O. Cannon (CAREER Awardee) published this article in Mathematics Teacher: Learning and Teaching PK-12.

“Educational Facials”: A Healing Tool for the Beautiful Struggle | Publication

Kari Kokka (CAREER Awardee) and Michelle Cody co-authored this Education Sciences article.

“Each Day I Find Ways to Fight for My Students”: Black Science Teachers as Advocates and Abolitionists | Publication

Vanessa N. Louis (2022 CADRE Fellow) and Natalie S. King published this Equity & Excellence in Education article.

Designing Educative Curriculum Materials for Teacher Educators: Supporting Preservice Elementary Teachers’ Content Knowledge for Teaching About Matter and Its Interactions | Publication

Deborah Hanuscin, Emily Borda, Josie Melton (2017-18 CADRE Fellow), and Jamie N. Mikeska (2010-11 CADRE Fellow) published this article in the International Journal of Science and Mathematics Education.

Beyond Niceties: Urban Black and Latiné High School Students’ Racially and Culturally Situated Perceptions of Care | Publication

Patricia Buenrostro (2018-19 CADRE Fellow) and Monica L. Miles published this article in The Urban Review.

CAREER Awardee received a 2024 ARIS Emerging Broader Impacts Leader Award | Awards & Recognition

Jessica Rodrigues (CAREER Awardee) received a 2024 ARIS Emerging Broader Impacts Leader Award.

CADRE Fellows named 2024-2025 NARST Sreyashi Jhumki Basu Scholars | Awards & Recognition

Tajma Cameron (2024 CADRE Fellow), Samuel Lee (2024 CADRE Fellow), and Vanessa Louis (2022 CADRE Fellow) were named 2024-2025 NARST Sreyashi Jhumki Basu Scholars.

CADRE Fellows/Postdoc alumni receive 2024 NARST Early Career Research Award | Awards & Recognition

K.C. Busch (2013-14 CADRE Fellow) and Terrell Morton (2018 CADRE Postdoc; CADRE Co-PI) received the 2024 NARST Early Career Research Award.

STEM Role Models for Students with Disabilities: A Systematic Review Highlighting Recommendations for the Classroom and Future Research | Publication

Shannon Locke, Jessica Rodrigues (CAREER Awardee), and Lindsey G. Mirielli published this article in School Science and Mathematics.

2020-21 CADRE Fellow awarded U.S. Department of Education grant | Awards & Recognition

Rachel Juergensen (2020-21 CADRE Fellow) was awarded a five-year, $1.06 million U.S. Department of Education grant to develop a Delaware Special Educator Certificate Program (Project DE-SPEC). Project DE-SPEC is designed offer master degree-level courses that will enable more teachers to obtain Special Education Certification and reduce the shortage of special education teachers in the state.

A Magical Moment Counting Tires: A Counterstory About Missed Opportunities | Publication

Carlos Nicolas Gómez Marchant (2014-15 CADRE Fellow; CAREER Awardee), Alexandra R. Aguilar, Amy Rae Johnson, Gerardo Sánchez Gutiérrez, and Mona Baniahmadi published this Teaching for Excellence and Equity in Mathematics article.

Balancing Teachers’ Needs in Times of Crisis: Investigating How Computer Science Instructional Coaches and Teachers Navigated Remote Professional Development During COVID-19 | Publication

Naomi Blaushild (2023 CADRE Fellow), Raisa Blazquez, Steven McGee, and Randi McGee-Tekula co-authored this article in Computer Science Education.

Considering the 5 Practices Through a Statistical Lens | Publication

Karoline Smucker, Francisco Sepúlveda, Travis Weiland (CAREER Awardee) Susan Cannon (CAREER Awardee), Stephanie Casey, and Sunghwan Byun published this article in Mathematics Teacher: Learning and Teaching PK-12.

Using Videos as a Tool for Self-Reflection: The Nature of In-Service Elementary Teachers’ Reflections on Their Ability to Facilitate Argumentation-Focused Discussions in a Simulated Classroom | Publication

Jamie N. Mikeska (2010-11 CADRE Fellow) published this Journal of Science Education and Technology article with co-authors Pamela S. Lottero-Perdue and Devon Kinsey.

#Resilience Is Not Enough for Black Women in STEM: Counterstories of Two Young Black Women Becoming a STEM Person | Publication

Roxanne Hughes, Amal Ibourk (CAREER Awardee), Lauren Wagner, Kelli Jones, and Samantha Crawford published this Journal of Research in Science Teaching article.

Learning to Listen: Cultivating Pre-Service Teachers’ Attunement to Student Thinking | Publication

Shannon G. Davidson, Lama Z. Jaber (CAREER Awardee), and Allison Metcalf co-authored this article for the Journal of Science Teacher Education.

Promoting Students’ Informal Inferential Reasoning Through Arts-Integrated Data Literacy Education | Publication

Camillia Matuk (2010-11 CADRE Fellow) published this article in Information and Learning Sciences with co-authors Ralph Vacca, Anna Amato, Megan Silander, Kayla DesPortes, Peter J. Woods, and Marian Tes.

Interest and Effort: Exploring the Relationship Between Students COVID-19 Interest and Information-Seeking Behavior | Publication

Eric A. Kirk (2023 CADRE Fellow) published this article in the International Journal of Science Education, Part B with co-authors William. L. Romine, Troy D. Sadler, Jamie N. Elsner, Laura A. Zangori, and Li Ke.

Under Pressure: How Do Science Teachers Use Capital to Achieve Agency During Turbulent Times? | Publication

Elizabeth D. Diaz-Clark, Josie L. Otto, Diane S. Wright, Danielle E. Lin Hunter, Laura B. Sample McMeeking, Andrea E. Weinberg (2011-12 CADRE Fellow), and Meena M. Balgopal published this Science Education article.

Transforming Computer Science Education: Exploration of Computer Science Interest and Identity of Historically Underrepresented Youth | Publication

Cassie F. Quigley, Danielle Herro, Holly Plank (2023 CADRE Fellow), Aileen Owens, and Oluwadara Abimbade published this article in Computer Science Education.

Teachers’ Use and Adaptation of a Model-based Climate Curriculum: A Three-Year Longitudinal Study | Publication

Kimberly Carroll Steward, David Gosselin, Devarati Bhattacharya (2020 CADRE Postdoc), Mark Chandler, and Cory T. Forbes co-authored this Journal of Geoscience Education article.

Achievement at What Cost? An Intersectional Approach to Assessing Race and Gender Differences in Adolescent Math Motivation and Achievement | Publication

Sarah E. McKellar, Channing J. Mathews (2021 CADRE Postdoc), Allison M. Greene, and Ming-Te Wang published this article in Contemporary Educational Psychology.

High School Black Girls’ Experiences in a STEM After-School Program: A Qualitative Case Study | Publication

Miranda Mullins Allen (2024 CADRE Fellow) published this article in School Science and Mathematics.

How it All Happened: Cause and Effect as a Lens and Thinking Tool to Observe and Make Sense of Two Puzzling Phenomena | Publication

Lindsey Mohan, Emily Harris, and Candice Guy-Gaytán (2015-16 CADRE Fellow) co-authored this article in Science & Children.

Hearing All Voices to Promote Learning Orientation and Effective Collaboration | Publication

Pei Pei Liu, Sharon Taylor, Ann Colwell-Johnson, Alexandra Lee, David McKinney (2019-20 CADRE Fellow), Christopher J. Harris, Lisa Linnenbrink-Garcia, Gwen C. Marchand, and Jennifer A. Schmidt published this Science Scope article.

Comparing Optimization Practices Across Engineering Learning Contexts Using Process Data | Publication

Jennifer L. Chiu, James P. Bywater (2018-19 CADRE Fellow), Tugba Karabiyik, Alejandra Magana, Corey Schimpf, and Ying Ying Seah co-authored this article in the Journal of Science Education and Technology.

Investigating Teacher–Teacher Feedback: Uncovering Useful Socio-pedagogical Norms for Reform-Based Chemistry Instruction | Publication

Meng-Yang Matthew Wu (2022 CADRE Fellow) and Ellen J. Yezierski co-authored this article in the Journal of Chemical Education.

Exploring the Role of High School Engineering Courses in Promoting Science Attitudes for Students with Learning Disabilities | Publication

Jay Plasman (2015-16 CADRE Fellow), Michael Gottfried, and Filiz Oskay published this article in the Journal of Research in Science Teaching.

A Role Identification Activity to Support Science Teacher Leaders in Identifying Professional Learning Needs | Publication

Sara C. Heredia, Michelle Phillips, Sarah Stallings, and Ti'Era Worsley (2019-20 CADRE Fellow) published this Innovations in Science Teacher Education article.

Beyond Mere Persistence: A Conceptual Framework for Bridging Perseverance and Mathematical Sensemaking in Teaching and Teacher Learning | Publication

Patricia Buenrostro (2018-19 CADRE Fellow) and Nadav Ehrenfeld published this article in Educational Studies in Mathematics.

Design-based Research as Professional Development: Outcomes of Teacher Participation in the Development of the Science Practices Innovation Notebook (SPIN) | Publication

Erin E. Peters-Burton, Hong H. Tran, and Brittany Miller (2023 CADRE Fellow) published this article in the Journal of Science Teacher Education.

The Landscape of US Elementary Mathematics Teacher Education: Course Requirements for Mathematics Content and Methods | Publication

Brette Garner, Jen Munson, Gladys Krause (2016-17 CADRE Fellow), Claudia Bertolone-Smith, Evthokia Stephanie Saclarides, Amy Vo, and Han Sol Lee co-authored this Journal of Mathematics Teacher Education article.

Science Communication Training Imparts Confidence and Influences Public Engagement Activity | Publication

Christina M. Swords, Jerlym S. Porter, Amy J. Hawkins (2018 CADRE Postdoc), Edwin Li, Melissa Rowland-Goldsmith, Matthew D. Koci, John T. Tansey, and Nicole C. Woitowich published this article in the Journal of Microbiology & Biology Education.

Open Innovation Challenge to Mitigate Global Warming | Publication

Gillian M. Puttick, Brian Drayton, and Santiago Gasca (2017-18 CADRE Fellow) published this article in Connected Science Learning.

Developing and Using a Scalable Assessment to Measure Preservice Elementary Teachers' Ccontent Knowledge for Teaching About Matter | Publication

Katherine E. Castellano and Jamie N. Mikeska (2010-11 CADRE Fellow) co-authored this Journal of Research in Science Teaching article.

Understanding Young Children’s Science Learning Through Embodied Communication Within an MR Environment | Publication

Xintian Tu, Joshua Danish, Megan Humburg (2021-22 CADRE Fellow), Mengxi Zhou, Nitasha Mathayas, Noel Enyedy, and Tessaly Jen co-authored this article for the International Journal of Computer-Supported Collaborative Learning.

Nonmajor Students’ Use of Reflection to Enhance Biology Understanding and Relevance | Publication

Nicole J. Thomas, Tina Vo (2016-17 CADRE Fellow), and Jaime Sabel published this article in the Journal of College Science Teaching.

Levels of Programming Concepts Used in Computing Integration Activities Across Disciplines | Publication

Lauren Margulieux (CAREER Awardee) published this Journal of Technology and Teacher Education article with co-authors Miranda C. Parker, Gozde Cetin Uzun, and Jonathan D. Cohen.

Interlocking Models in Classroom Science | Publication

Eve Manz (CAREER Awardee) and Chris Georgen published this Science Education article.

2022 CADRE Fellow Awarded NSF CAREER Grant | Awards & Recognition

Janice Mak (2022 CADRE Fellow) at Arizona State University was recently awarded an NSF CAREER grant to study the role of computer science education state supervisors (CSEdSS) and ensure diverse, inclusive, and accessible CS educational pathways across schools and districts within states by informing the development of research-based resources and tools to support CSEdSS as they enact their roles.

“The Work I Do Matters”: Cultivating a STEM Counterspace for Black Girls through Social-Emotional Development and Culturally Sustaining Pedagogies | Publication

Natalie S. King, Laura Peña-Telfer (2023 CADRE Fellow), and Shaeroya Earls co-authored this article for Education Sciences.

“Tia Was the Right One:” Mathematical Authority and Trust Among First Graders | Publication

Bárbara Brizuela, Susanne Strachota, Sophia Raymond (2022 CADRE Fellow), Sofía Savid, and Maria Blanton published this article in Mathematical Thinking and Learning.

Summer Camps as Introductory STEM Teaching Experiences for Preservice Teachers | Publication

Rachel A. Sparks (2022 CADRE Fellow) published this Innovations in Science Teacher Education article with co-author Ashley L. Waring.

Co-making Against AntiBlackness | Publication

ReAnna S. Roby (2018 CADRE Postdoc), Angela Calabrese Barton, Edna Tan, and Day Greenberg published this Equity & Excellence in Education article.

Critical Race Theory and Its Relevance for Chemistry | Publication

Terrell R. Morton (CADRE Co-PI and 2018 CADRE Postdoc) published this article in Nature Chemistry.

Geometry, Groceries, and Gardens: Learning Mathematics and Social Justice Through a Nested, Equity-Directed Instructional Approach | Publication

Frances K. Harper (CAREER Awardee) and Queshonda J. Kudaisi published this article in the Journal of Mathematical Behavior.

Gatekeeping in Mathematics for Social and Racial Justice: Reflections on a Conversation Among Colleagues | Publication

Michael Lolkus, Eric Cordero-Siy, and Frances K. Harper (CAREER Awardee) published this article in Teaching for Excellence and Equity in Mathematics.

Motivation and Achievement in Undergraduate STEM Calculus: Applying Self-Determination Theory to Examine the Differential Impact of Learning Environments Across Demographic Groups | Publication

Benjamin Wiles (2009-10 CADRE Fellow) published this School Science and Mathematics article with co-author Chantal Levesque-Bristol.

Centering Humanity within Ethnographic Research: A Critical Read of Black Boys’ Lived and Everyday Experiences in STEM | Publication

Karina Méndez Pérez, Alexandra Aguilar, Amy Rae Johnson, Chandel F. Burgess, and Carlos Nicolas Gomez Marchant (CAREER Awardee, 2014-15 CADRE Fellow) published this article in the Journal of Urban Mathematics Education.

Balloons and Weights: Integer Subtraction in Context | Publication

Christine Andrews-Larson, Jonee Wilson (2013-14 CADRE Fellow), Matthew Mauntel, Jessica Smith, and Thomeca Hawthorne-Glover published this Mathematics Teacher: Learning and Teaching PK-12 article.

A Social Cognitive Perspective of Educators’ Moral Agency | Publication

David B. Morris and Jason A. Chen (2011-12 CADRE Fellow) co-authored this article for Theory Into Practice.

Ditch the Debate: Preparing Preservice Teachers to Nurture Productive Discourse About Controversial Issues | Publication

Eric A. Kirk (2023 CADRE Fellow) co-authored this article with Troy D. Sadler for Innovations in Science Teacher Education.

Identifying the Roles of Science Teacher Leaders in Practice | Publication

Sara C. Heredia, Michelle Phillips, Sarah Stallings, Ti’Era Worsley (2019-20 CADRE Fellow), Julie H. Yu, and Carrie D. Allen (2014-15 CADRE Fellow) published this article in the Journal of Science Teacher Education.

Understanding Student Use of Epistemic Criteria in Engineering Design Contexts | Publication

Christina Baze, María González-Howard (CAREER Awardee; 2015-16 CADRE Fellow), Vic Sampson, Mic Fenech, Rich Crawford, Todd Hutner, Lawrence Chu, and Xiaofen Hamilton co-authored this Science Education article.

State-Level Efforts to Reform Elementary Science Education | Publication

Angela M. Lyle, James P. Spillane, and Christa Haverly (2018-19 CADRE Fellow) published this Educational Policy article.

Exploring STEM Teacher Learning in Out-of-School Settings: Sites for Learning about Relevance | Publication

Ti’Era Worsley (2019-20 CADRE Fellow) published this Education Sciences article with co-author Sara Heredia.

Toward Equity for Multilingual Learners | Publication

Emily Reigh (2019-20 CADRE Fellow), Emily Adah Miller, Maria Chiara Simani, and Alice Severson published this Science & Children article.

Unpacking Readiness for Elementary Science Teaching: What Preservice Teachers Bring and How That Can be Shaped Through Teacher Education | Publication

Christa Haverly (2018-19 CADRE Fellow) and Elizabeth A. Davis published this article in Studies in Science Education.

Science Education with Multilingual Learners: Equity as Access and Equity as Transformation | Publication

Scott E. Grapin, Ashlyn Pierson, María González-Howard (2015-16 CADRE Fellow), Minjung Ryu, Caitlin Fine, and Sara Vogel co-authored this article for Science Education.

Perceived Network Bridging Influences the Career Commitment Decisions of Early Career Teachers | Publication

Joshua W. Reid, Samuel J. Polizzi, Yicong Zhu, Siying Jiang, Brandon Ofem, Sara Salisbury (2022 CADRE Fellow), Michael Beeth, Margaret Mohr-Schroeder, Keith Sheppard, Gillian Roehrig, and Gregory T. Rushton published this article in the International Journal of STEM Education.

Investigating the Mangle of Teaching Oxidation–Reduction with the VisChem Approach: Problematising Symbolic Traditions that Undermine Chemistry Concept Development | Publication

Meng-Yang M. Wu (2022 CADRE Fellow) and Ellen J. Yezierski published this article in Chemistry Education Research and Practice.

Toward a Discourse on the Threat of Performative Wokeness to Justice Agendas in Education | Publication

Patricia L. Marshall and Jonee Wilson (2013-14 CADRE Fellow) published this article in Urban Education.

Using Multiple Models to Learn About COVID-19 | Publication

Jamie Elsner, Troy Sadler, Eric Kirk (2023 CADRE Fellow), Rebecca Rawson, Patricia Friedrichsen, and Li Ke co-authored this article for The Science Teacher.

Exploring Computer Science Understanding and Rationales in Preservice Teacher Pathways Through Faculty Professional Development | Publication

Michael Karlin, Yin-Chan (Janet) Liao, and Swati Mehta (2023 CADRE Fellow) co-authored this article for the Journal of Research on Technology in Education.

Deeper Learning Opportunities and STEM Career Orientation in Out-of-School Time (OST) STEM Enrichment Programs | Publication

Ryan Culbertson, Guan K. Saw, Kahli Hedrick-Roman, Chi-Ning Chang, and Guillermo Lopez (2022 CADRE Fellow) published this article in the Journal of STEM Education: Innovation and Research.

Teaching Assistant Responses to COVID-19 | Publication

Cody Smith, Deepika Menon, Annette Wierzbicki, and Jenny Dauer (2012-13 CADRE Fellow) published this article in the Journal of College Science Teaching.

Noticing Elementary Students’ Mathematical Reasoning and Diverse Needs: Investigating the Impact of Different Noticing Tasks | Publication

Vecihi Serbay Zambak (2018 CADRE Postdoc) published this article in the International Journal of Mathematical Education in Science and Technology with co-authors Ai Kamei and Kaitlyn Sorochka.

Exploring Energy Through the Lens of Equity: Funds of Knowledge Conveyed Through Video-based Discussion | Publication

Eileen G. Merritt, Andrea E. Weinberg (2011-12 CADRE Fellow), and Leanna Archambault published this International Journal of Science and Mathematics Education article.

STEM-related Outcomes for Adolescents with Differing Perceptions of School Racial Climate: A Latent Class Analysis | Publication

Jacqueline Cerda-Smith, Angelina Joy, Channing Mathews (2021 CADRE Postdoc), Jerica Knox, and Kelly Lynn Mulvey (CAREER Awardee) published this article in Science Education.

Developing Awareness Around Language Practices in the Elementary Bilingual Mathematics Classroom | Publication

Gladys Krause (2016-17 CADRE Fellow) published this Journal of Urban Mathematics Education article with co-authors Melissa Adams-Corral and Luz A. Maldonado Rodríguez.

Integrating Native People in Curriculum: Learning from the Past and Current Voices | Publication

Amanda LaTasha Armstrong (2020-21 CADRE Fellow) published this New America blog.

“Sick and Tired of Being Sick and Tired” | Publication

H. Paige Brown and Terrell R. Morton (CADRE Co-PI; 2018 CADRE Postdoc) published this Journal of Engineering Education article.

Do Simulated Teaching Experiences Impact Elementary Preservice Teachers’ Ability to Facilitate Argumentation-Focused Discussions in Mathematics and Science? | Publication

Jamie N. Mikeska (2010-11 CADRE Fellow), Heather Howell, and Devon Kinsey published this article in the Journal of Teacher Education.

Profiles of Teachers’ Expertise in Professional Noticing of Children’s Mathematical Thinking | Publication

Victoria R. Jacobs, Susan B. Empson, Naomi A. Jessup, Amy Dunning, D’Anna Pynes, Gladys Krause (2016-17 CADRE Fellow), and Todd M. Franke published this article in the Journal of Mathematics Teacher Education.

Preschool-Age Children’s Early Steps Towards Evidence-based Explanations and Modelling Practices | Publication

Julia D. Plummer and Amy Ricketts (2020 CADRE Postdoc) co-authored this article in the International Journal of Science Education.

Narrative Characteristics of Captivating Secondary Mathematics Lessons | Publication

Leslie Dietiker (CAREER Awardee) published this Educational Studies in Mathematics article with co-authors Rashmi Singh, Meghan Riling, Hector I. Nieves, and Erin Barno.

A New Twist on Fraction Equations | Publication

Victoria R. Jacobs, Susan B. Empson, Joan M. Case, Amy Dunning, Naomi A. Jessup, Gladys Krause (2016-17 CADRE Fellow), and D’Anna Pynes published this article in Mathematics Teacher: Learning and Teaching PK-12.

“Unnatural How Natural It Was”: Using a Performance Task and Simulated Classroom for Preservice Secondary Teachers to Practice Engaging Student Avatars in Scientific Argumentation | Publication

Jamie N. Mikeska (2010-11 CADRE Fellow), Calli Shekell (2021 CADRE Postdoc), Jennifer Dix, and Pamela S. Lottero-Perdue published this article in the Journal of Technology and Teacher Education.

Transforming Science Learning Framework: Translating an Equity Commitment into Action through Co-Design | Publication

Hosun Kang (CAREER Awardee) and Jasmine McBeath Nation published this Journal of Science Teacher Education article.

Secondary Chemistry Teacher Learning: Precursors for and Mechanisms of Pedagogical Conceptual Change | Publication

Meng-Yang M. Wu (2022 CADRE Fellow) and Ellen J. Yezierski co-authored this article in Chemistry Education Research and Practice.

Reimagining Science Lessons Through Translanguaging | Publication

Sage Andersen, Karina Méndez Pérez, and María González-Howard (2015-16 CADRE Fellow; CAREER Awardee) published this article in Science Scope.

Learning at the Intersection of Data Literacy and Social Justice | Publication

Simon Knight, Camillia Matuk (2010-11 CADRE Fellow), and Kayla DesPortes published this Educational Technology & Society article.

Invisible Multilingual Black and Brown Girls: Raciolinguistic Narratives of Identity in Science Education | Publication

Akira Harper and Shakhnoza Kayumova (CAREER Awardee) published this article in the Journal of Research in Science Teaching.

A Socio-Ecological Framework for Research in Mathematics Education | Publication

Nicole Louie (CAREER Awardee) published this Journal for Research in Mathematics Education article with co-author Wan-Yue Zhan.

Coordinating Modeling with Content Representations to Support Students’ Three-Dimensional Learning | Publication

Susan M. Kowalski, Betty Stennett (2013-14 CADRE Fellow), and Lindsey Mohan published this article in Science Scope.

“Weebles Wobble but They Also Commit to Lifelong Relationships”: Teachers’ Transdisciplinary Learning in Computational Play | Publication

Brian E. Gravel, Amon Millner, Eli Tucker-Raymond, Maria C. Olivares (2018 CADRE Postdoc) and Aditi Wagh co-authored this International Journal of STEM Education article.

Latiné, Latinx, Latina, Latino, or Hispanic: Problematizing Terms Often Used in Engineering Education | Publication

Idalis Villanueva Alarcón, Joel Alejandro Mejia (2013-14 CADRE Fellow), Janice Mejia, and Renata Revelo published this article in the Journal of Engineering Education.

From Mistakes, We Learn? Mathematics Teachers’ Epistemological and Positional Framing of Mistakes | Publication

Mariana Alvidrez, Nicole Louie (CAREER Awardee), and Mourat Tchoshanov published this article in the Journal of Mathematics Teacher Education.

Expanding Opportunities to Learn in Secondary Science Classrooms Using Unconventional Forms of Classroom Assessments | Publication

Hosun Kang (CAREER Awardee) co-authored this Journal of Research in Science Teaching article with Hamideh Talafian, and Paul Tschida.

Thinking Thru Making: Mapping Computational Thinking Practices onto Scientific Reasoning | Publication

Colby Tofel-Grehl (CAREER Awardee) Kristin A. Searle, and Douglas Ball published this Journal of Science Education and Technology article.

Taking a Spatial Turn in Mathematics Teacher Education | Publication

Travis Weiland (CAREER Awardee) and Lisa L. Poling co-authored this article in Mathematics Teacher Educator.

Hybrid Discourse Spaces: A Mixed Methods Study of Student Engagement in U.S. Science Classrooms | Publication

Christine Lee Bae (CAREER Awardee), Martinique A. Sealy, Lauren Cabrera, Jessica R. Gladstone, and Daphne Mills published this article in Contemporary Educational Psychology.

Enhancing Science Performance of Middle-School Students with and without Developmental and Behavioral-based Disabilities Using the Content Acquisition Podcast Professional Development Approach | Publication

Victoria J. VanUitert (2019-20 CADRE Fellow) published this Journal of Research in Science Teaching article with co-authors Michael J. Kennedy, Katherine N. Peeples, John Elwood Romig, Hannah M. Mathews, and Wendy J. Rodgers.

Design Principles That Support Course Design Innovation for Elementary Mathematics Methods Courses | Publication

Evthokia Stephanie Saclarides, Brette Garner, Gladys Krause (2016-17 CADRE Fellow), Claudia Bertolone-Smith, and Jen Munson published this Mathematics Teacher Educator article.

Toward Radical Belonging: Envisioning Antiracist Learning Communities | Publication

Nicole Louie (CAREER Awardee) and co-authors Leema Berland, Laura Roeker, Kathleen Nichols, Mariana Pacheco, and Carl Grant published this article in Race Ethnicity and Education.

Teaching and Learning about Respiratory Infectious Diseases: A Scoping Review of Interventions in K-12 Education | Publication

Yasmin B. Kafai, Yue Xin, Deborah Fields, and Colby Tofel-Grehl (CAREER Awardee) published this Journal of Research in Science Teaching article.

Touching the Solar System: A Project-based Learning Astronomy Program for Students with Visual Impairments | Publication

Stephen Kortenkamp, Jinseok Park, Tasnim Alshuli (2022 CADRE Fellow), Garrison Tsinajinie, Sanlyn Buxner, Irene Topor, and Sunggye Hong published this article in Connected Science Learning.

The Efficacy of Digital Media Resources in Improving Children’s Ability to Use Informational Text: An Evaluation of Molly of Denali from PBS KIDS | Publication

Joy Lorenzo Kennedy, Claire G. Christensen, Tiffany Salone Maxon (2019-20 CADRE Fellow), Sarah Nixon Gerard, Elisa B. Garcia, Janna F. Kook, Naomi Hupert, Phil Vahey, and Shelley Pasnik co-authored this American Educational Research Journal article.

Learning Trajectory Based Fraction Intervention: Building a Mathematics Education Evidence Base | Publication

Kristi Martin and Jessica H. Hunt (CAREER Awardee) published this article in Investigations in Mathematics Learning.

Equity and Justice in Science Education: Toward a Pluriverse of Multiple Identities and Onto-Epistemologies | Publication

Shakhnoza Kayumova (CAREER Awardee) and Remy Dou co-authored this Science Education article.

Developing and Evaluating a Pollination Systems Knowledge Assessment in a Multidisciplinary Course | Publication

P. Citlally Jimenez, Doug Golick, Brian A. Couch, and Jenny M. Dauer (2012-13 CADRE Fellow) published this article in the International Journal of STEM Education.

Elementary Teachers’ Agency: The Role of Perceived Professional Space and Autonomy | Publication

Phi Nguyen, Corey Webel, Sheunghyun Yeo, and Wenmin Zhao (2018-19 CADRE Fellow) co-authored this publication for the Journal of Curriculum Studies.

Big Data, Big Changes? The Technologies and Sources of Data Used in Science Classrooms | Publication

Joshua M. Rosenberg, Elizabeth H. Schultheis, Melissa K. Kjelvik (2018 CADRE Postdoc), Aaron Reedy, and Omiya Sultana published this British Journal of Educational Technology article.

A Case Study of Whiteness at Work in an Elementary Classroom | Publication

Kristin A. Searle, Colby Tofel-Grehl (CAREER Awardee), Andrea M. Hawkman, Mario I. Suárez, and Beth L. MacDonald published this article in Cultural Studies of Science Education.

#SayHerName: Anchoring Black Feminist Epistemologies at the Crux of Postsecondary Culture | Publication

ReAnna S. Roby (2018 CADRE Postdoc), Ekaete E. Udoh, Michele R. Williams, Alexis E. Hunter, Ashlyn M. Wardin, Monica L. Miles, and Terrell R. Morton (CADRE Co-PI and 2018 CADRE Postdoc) published this article in the Journal of Women and Minorities in Science and Engineering.

Scientifically Modeling Water | Publication

Tina Vo (2016-17 CADRE Fellow), Rebekah Hammack, and Connie Michael published this article in Science and Children.

Promoting Equity in the Peer Review Process of Journal Publication | Publication

Senetta F. Bancroft, Kihyun Ryoo (CAREER Awardee) and Monica Miles co-authored this publication for Science Education.

Present in Class Yet Absent in Science: The Individual and Societal Impact of Inequitable Science Instruction and Challenge to Improve Science Instruction | Publication

Tamecia R. Jones and Shondricka Burrell (2017-18 CADRE Fellow) published this Science Education article.

Making Inquiry Accessible for Students With Disabilities | Publication

Shalece Kohnke (2022 CADRE Fellow) published this article in The Science Teacher.

Equitable Math Instruction for California’s Multilingual Students | Publication

William Zahner (CAREER Awardee) published this The Education Trust—West report with co-authors Lynda Wynn and Abigail Amoako Kayser.

Cultivating Teacher Efficacy for Social Justice in Science | Publication

Libby Gerard, Allison Bradford, Angela DeBarger, Korah Wiley (2018-19 CADRE Fellow), and Marcia C. Linn published this Science Scope article.

Adapting Existing Curriculum for Equitable Learning Experiences | Publication

Nelly Tsai, Hosun Kang (CAREER Awardee), Jasmine Chang, and Karly Cassese published this article in Science Scope.

Kang receives Outstanding Reviewer Award from AERA | Awards & Recognition

Hosun Kang (CAREER Awardee) was a recipient of the AERA Outstanding Reviewer Award.

Pedagogical Content Knowledge for Informal Science Educators: Development of the ISE-PCK Framework | Publication

K.C. Busch (2013-14 CADRE Fellow), Mwenda Kudumu, and Soonhye Park published this article in Research in Science Education.

Mentoring Across Differences in Science Education: Applying a Brokering Framework | Publication

Christa Haverly (2018-19 CADRE Fellow) co-authored this article with Bryan A. Brown.

Black Liberatory Science Education: Positioning Black Youth as Science Learners Through Recognizing Brilliance | Publication

Monica L. Miles and ReAnna S. Roby (2018 CADRE Postdoc) published this article in Cultural Studies of Science Education.

Beyond Assessing Knowledge about Models and Modeling: Moving Toward Expansive, Meaningful, and Equitable Modeling Practice | Publication

Christina V. Schwarz, Li Ke, Michelle Salgado, and Eve Manz (CAREER Awardee) published this Journal of Research in Science Teaching article.

Beginning School–University Partnerships for Transformative Social Change in Science Education: Narratives from the Field | Publication

Hosun Kang (CAREER Awardee) and María González-Howard (CAREER Awardee; 2015-16 CADRE Fellow) published this article in Science Education.

A Critical-Ecological Approach to STEM P-20+ Advising | Publication

Terrell R. Morton (CADRE co-PI and 2018 CADRE Postdoc) co-authored this Science Education article with Maxine McKinney de Royston.

The Role of Inclusion, Discrimination, and Belonging for Adolescent Science, Technology, Engineering and Math Engagement In and Out of School | Publication

Kelly Lynn Mulvey (CAREER Awardee), Channing J. Mathews (2021 CADRE Postdoc), Jerica Knox, Angelina Joy, and Jaqueline Cerda-Smith published this article in the Journal of Research in Science Teaching.

My Best Science Teacher: The Views of Black Students and Implications for Science Education Reform | Publication

Eileen C. Parsons and Terrell R. Morton (CADRE co-PI and 2018 CADRE Postdoc) co-authored this publication for Cultural Studies of Science Education.

Going Beyond #RetireELL: A Call for Anti-colonial Approaches to Languages in STEM Education | Publication

Miwa A. Takeuchi, Shakhnoza Kayumova (CAREER Awardee), Zandra de Araujo, and Tia C. Madkins published this Journal of Research in Science Teaching article.

Emancipating STEM Education through Abolitionist Teaching: A Research-Practice Partnership to Support Virtual Microteaching Experiences | Publication

Vanessa N. Louis (2022 CADRE Fellow) and Natalie S. King published this article in the Journal of Science Teacher Education.

An Alternative to STEBI-A: Validation of the T-STEM Science Scale | Publication

Alana Unfried, Arif Rachmatullah, Alonzo Alexander (2022 CADRE Fellow), and Eric Wiebe (CADRE co-PI) co-authored this article published in the International Journal of STEM Education.

“All we Wanna do is be Free”: Advocating for Black Liberation in and through K-12 Science Education | Publication

Terrell R. Morton (CADRE co-PI and 2018 CADRE Postdoc), Monica L. Miles, ReAnna S. Roby (2018 CADRE Postdoc), and Nickolaus A. Ortiz published this Journal of Science Teacher Education article.

A Troubling Lack of Diversity in Educational Materials | Publication

Amanda Armstrong (2020-21 CADRE Fellow) published this Edutopia article.

Nurturing Students Through Social Interactions | Publication

Tiffini Pruitt-Britton, Anne Garrison Wilhelm, and Jonee Wilson (2013-14 CADRE Fellow) published this article in Phi Delta Kappan.

Pedagogical Chemistry Sensemaking: A Novel Conceptual Framework to Facilitate Pedagogical Sensemaking in Model-based Lesson Planning | Publication

Meng-Yang M. Wu (2022 CADRE Fellow) published this article in Chemistry Education Research and Practice with co-author Ellen J. Yezierski.

Lifting Black Student Voices to Identify Teaching Practices That Discourage and Encourage STEM Engagement: Why #Black Teachers Matter | Publication

Anna Lee, Dawn X. Henderson, Maya Corneille, Terrell Morton (CADRE co-PI and 2018 CADRE Postdoc), Krishanna Prince, Steven Burnett, and Tracie Roberson published this article in Urban Education.

Increasing Multilingual Learners' Access in Mathematics | Publication

Jonee Wilson (2013-14 CADRE Fellow) published this Mathematics Teacher: Learning and Teaching PK-12 article with co-author Erin Smith.

Critical Race Theory and STEM Education | Publication

Terrell R. Morton (CADRE co-PI and 2018 CADRE Postdoc) published this Oxford Research Encyclopedia of Education article.

Advancing Critical and Culturally Relevant Experiential Learning: Preparing Future Educators in Collaboration with Cooperating Teachers to Support STEM Engagement in Urban Schools | Publication

Brittany N. Anderson, Chonika Coleman-King, Kelly Wallace, and Frances K. Harper (CAREER Awardee) published this article in The Urban Review.

Who's Who: How “Women of Color” Are (Or Are Not) Represented in STEM Education Research | Publication

Monica L. Miles, Charlotte A. Agger, ReAnna S. Roby (2018 CADRE Postdoc), and Terrell R. Morton (2018 CADRE Postdoc) published this article in Science Education.

Twin Skin of Raza Learners: Race, Language, and Mathematics | Publication

Stacy R Jones (2020-21 CADRE Fellow) and Carlos Nicolas Gomez Marchant (2014-15 CADRE Fellow; CAREER Awardee) co-authored this publication for Mathematics Teacher: Learning and Teaching PK-12.

Virtual Scaffolded Instruction for Students with Disabilities | Publication

Cassandra M. Smith and Rachel L. Juergensen (2020-21 CADRE Fellow) published this article in the Journal of Special Education Technology.

The Representation of Social Groups in U.S. Educational Materials and Why it Matters | Publication

Amanda LaTasha Armstrong (2020-21 CADRE Fellow) published this article for New America: Education Policy Report.

Quantification in Empirical Activity | Publication

Eve Manz (CAREER Awardee) published this Science & Education article with co-author Betsy Beckert.

“Well That's How the Kids Feel!”—Epistemic Empathy as a Driver of Responsive Teaching | Publication

Lama Z. Jaber (CAREER Awardee) published this article in the Journal of Research in Science Teaching with co-authors Vesal Dini and David Hammer.

“I Stewed Over That Number Set for Like an Hour Last Night”: Purposeful Selection of Numbers for Fraction Story Problems | Publication

Susan B. Empson, Gladys H. Krause (2016-17 CADRE Fellow), and Victoria R. Jacobs published this article in the Journal of Mathematical Behavior.

Disruptive Moments as Opportunities Towards Justice‐Oriented Pedagogical Practice in Informal Science Learning | Publication

Angela Calabrese Barton, Day Greenberg, Won J. Kim, Sinead Brien, ReAnna Roby (2018 CADRE Postdoc), Micaela Balzer, Carmen Turner, and Louise Archer published this Science Education article.

Student Engagement with the “Into Math Graph" Tool | Publication

Amanda K. Riske (2020-21 CADRE Fellow), Catherine E. Cullicott, Amanda Mohammad Mirzaei, Amanda Jansen, and James Middleton published this article in Mathematics Teacher: Learning and Teaching PK-12.

Not Your Average Parachute: How We Transformed Our Parachutes Investigation to Capture the Vision of the Next Generation Science Standards | Publication

Kelsey Lipsitz (2016-17 CADRE Fellow), Fred Stein, Lynn Rankin, Barry Kluger-Bell, and Rachel Jordan published this Science & Children article.

The Quest for Sustainable Futures: Designing Transformative Learning Spaces with Multilingual Black, Brown, and Latinx Young People Through Critical Response-ability | Publication

Shakhnoza Kayumova (CAREER Awardee) and Deborah J. Tippins published this article in Cultural Studies of Science Education.

A Systematic Review of Science Discourse in K–12 Urban Classrooms in the United States: Accounting for Individual, Collective, and Contextual Factors | Publication

Christine L. Bae (CAREER Awardee) published this Review of Educational Research article with co-authors Daphne C. Mills, Fa Zhang, Martinique Sealy, Lauren Cabrera, and Marquita Sea.

2013-14 CADRE Fellow awarded NSF CAREER grant | Awards & Recognition

K.C. Busch (2013-14 CADRE Fellow) at North Carolina State University was recently awarded an NSF CAREER grant to conceptualize, operationalize, and measure community level scientific literacy.

Next Directions in Measurement of the Home Mathematics Environment: An International and Interdisciplinary Perspective | Publication

Yemimah A. King (2019-20 CADRE Fellow), Leanne Elliott (2020 CADRE Postdoc), and David J. Purpura (CAREER Awardee) were co-authors on this recent Journal of Numerical Cognition paper synthesizing findings from an international NSF-funded virtual conference focused on the home mathematics environment.

Net.Create: Network Visualization to Support Collaborative Historical Knowledge Building | Publication

Kalani Craig, Joshua Danish, Megan Humburg (2020-21 CADRE Fellow), Cindy Hmelo-Silver, Maksymilian Szostalo, and Ann McCranie published this article in the International Journal of Computer-Supported Collaborative Learning.

Special Educators’ Knowledge of Student Mathematical Thinking | Publication

Jessica H. Hunt (CAREER Awardee) published this Journal of Mathematics Teacher Education article with co-authors Kristi Martin, Blain Patterson, and Andy Khounmeuang.

Harmonious or Disjointed?: Epistemological Framing and its Role in an Integrated Science and Engineering Activity | Publication

Jennifer Schellinger (2019-20 CADRE Fellow), Lama Z. Jaber (CAREER Awardee), and Sherry A. Southerland published this article in the Journal of Research in Science Teaching.

Formatively Assessing Prospective Teachers’ Skills in Leading Mathematics Discussions | Publication

Meghan Shaughnessy, Nicole M. Garcia, Michaela Krug O’Neill, Sarah Kate Selling, Amber T. Willis (2021 CADRE Postdoc), Charles E. Wilkes II, Sabrina Bobsin Salazar, and Deborah Loewenberg Ball published this article in Educational Studies in Mathematics.

“Courageous Self‐Examination and Radical STEM Overhaul”: Fostering a Racially Just STEM Education through Black, Brown, Bruised | Publication

Terrell R. Morton (2018 CADRE Postdoc) recently published this Science Education article.

An Engineering Funds of Knowledge Framework | Publication

Kathleen Schenkel (2016-17 CADRE Fellow) recently published this Science & Children article with co-authors Angela Calabrese Barton, Chelsey Wiersma, Olivia Eiden, Edna Tan, and Scott Calabrese Barton.

What Makes Mathematics Teacher Coaching Effective? A Call for a Justice-Oriented Perspective | Publication

Samantha A. Marshall and Patricia M. Buenrostro (2018-19 CADRE Fellow) published this article in the Journal of Teacher Education.

Theory to Practice: Prospective Mathematics Teachers’ Recontextualizing Discourses Surrounding Collective Argumentation | Publication

Carlos Nicolas Gomez Marchant (2014-15 CADRE Fellow; CAREER Awardee) recently published this article in the Journal of Mathematics Teacher Education with co-authors Hyejin Park, Yuling Zhuang, Jonathan K. Foster, and AnnaMarie Conner (CAREER Awardee).

The Longitudinal Effects of School Improvement Grants | Publication

Min Sun (CAREER Awardee), Alec I. Kennedy, and Susanna Loeb published this article in Educational Evaluation and Policy Analysis.

STEM-Focused Career Courses and College Pipeline for Students with Learning Disabilities | Publication

Jennifer A. Freeman, Michael A. Gottfried, and Jay Stratte Plasman (2015-16 CADRE Fellow) recently published this Educational Policy article.

Rethinking Learning Trajectories in Light of Student Linguistic Diversity | Publication

William Zahner (CAREER Awardee) and Lynda Wynn published this article in Mathematical Thinking and Learning.

Lighting Up History: Integrating Mathematics and Computational Thinking in the Science Classroom | Publication

Kristin Searle, Colby Tofel-Grehl (CAREER Awardee), and Beth L. MacDonald recently published this Science Scope article.

Lessons from a Co-Design Team on Supporting Student Motivation in Middle School Science Classrooms | Publication

Gwen C. Marchand, Jennifer A. Schmidt, Lisa Linnenbrink-Garcia, Christopher J. Harris, David McKinney (2019-20 CADRE Fellow), and Pei Pei Liu recently published this Theory Into Practice article.

Investigating the Usability and Learner Experience of a Virtual Reality Adaptive Skills Intervention for Adults with Autism Spectrum Disorder | Publication

Matthew Schmidt and Noah Glaser (2021 CADRE Postdoc) published this article in Educational Technology Research and Development.

Forests After Florence: An Informal Community-Engaged STEM Research Project Promotes STEM Identity in Disaster-Impacted Students | Publication

Kelly Lynn Mulvey (CAREER Awardee), Angelina Joy, Michael Caslin, Darby Orcutt, Deniz Eseryel, and Madhusudan Katti published this article in Research in Science & Technological Education.

Exploring Experienced Designers' Strategies in a CAD Learning Environment | Publication

Anne M. McAlister, James P. Bywater (2018-19 CADRE Fellow), and Jennifer L. Chiu published this article in Computer Applications in Engineering Education.

Examining the Responding Component of Teacher Noticing: A Case of One Teacher’s Pedagogical Responses to Students’ Thinking in Classroom Artifacts | Publication

Melissa Luna (CAREER Awardee) and Sarah Selmer published this article in the Journal of Teacher Education.

Developing and Empirically Grounding the Draw-An-Engineering-Teacher Test (DAETT) | Publication

Tina Vo (2016-17 CADRE Fellow) published this Journal of Science Teacher Education article with co-author Rebekah Hammack.

Designing for Mathematical Literacy: Introducing Exponential Growth Using Critical and Meaningful Problem Contexts | Publication

William Zahner (CAREER Awardee) published this article in Journal of Adolescent & Adult Literacy.

A Mixed Methods Comparison of Elementary Preservice Teachers’ Conceptualization of Teaching Engineering | Publication

Rebekah Hammack and Tina Vo (2016-17 CADRE Fellow) recently published this Research in Science Education article.

Supporting Equity in Virtual Science Instruction Through Project-Based Learning: Opportunities and Challenges in the Era of COVID-19 | Publication

Emily C. Miller, Emily Reigh (2019-20 CADRE Fellow), Leema Berland, and Joseph Krajcik published this article in the Journal of Science Teacher Education.

Science Self-Concept, Relatedness, and Teaching Quality: A Multilevel Approach to Examining Factors That Predict Science Achievement | Publication

Fa Zhang, Christine L. Bae (CAREER Awardee), and Michael Broda recently published this article in International Journal of Science and Mathematics Education.

How Textbooks Can Promote Inquiry: Using a Narrative Framework to Investigate the Design of Mathematical Content in a Lesson | Publication

Leslie Dietiker (CAREER Awardee) and Andrew S. Richman published this article in Journal for Research in Mathematics Education.

Designing Learning Environments to Promote Academic Literacy in Mathematics in Multilingual Secondary Mathematics Classrooms | Publication

William Zahner (CAREER Awardee) recently published this article in ZDM Mathematics Education with co-authors Ernesto Daniel Calleros and Kevin Pelaez.

Collaboratively Engineering for Justice in Sixth Grade STEM | Publication

Angela Calabrese Barton, Kathleen Schenkel (2016-17 CADRE Fellow), and Edna Tan recently published this Journal of Research in Science Teaching article.

Understanding Science Career Aspirations: Factors Predicting Future Science Task Value | Publication

M. Gail Jones, Katherine Chesnutt, Megan Ennes, Kelly Lynn Mulvey (CAREER Awardee), and Emily Cayton published this article in the Journal of Research in Science Teaching.

Growing Garden-based Learning: Mapping Practical and Theoretical Work through Design | Publication

Steven J. Zuiker and Amanda K. Riske (2020-21 CADRE Fellow) published this Environmental Education Research article.

Resources for Supporting Students With and Without Disabilities in Your Physics Courses | Publication

Amanda Lannan (2020-21 CADRE Fellow), Jacquelyn J. Chini, and Erin Scanlon published this article in The Physics Teacher.

Supporting the Professional Development of Science Teacher Educators Through Shadowing | Publication

Deborah Hanuscin, Deborah Donovan, Alejandro Acevedo-Gutiérrez, Emily Borda, Susan DeBari, Josie Melton (2017-18 CADRE Fellow), Thanh Le, Whitney Morrison, and Roxane Ronca published this article in International Journal of Science and Mathematics Education.

Teaching and Learning in Multiplicative Situations: A Case Study of Tutoring an Elementary School Student with a Learning Disability | Publication

Casey Hord (2010-11 CADRE Fellow), Signe Kastberg, and Andrea L. Draeger published this article in School Science and Mathematics.

The Use of Metaphor to Explore Prospective Mathematics Teachers’ Projective Identity | Publication

Carlos Nicolas Gomez (2014-15 CADRE Fellow; CAREER Awardee) published this article in School Science and Mathematics.

Retiring the Term English Language Learners: Moving Toward Linguistic Justice through Asset‐Oriented Framing | Publication

María González‐Howard (2015-16 CADRE Fellow; CAREER Awardee) and Enrique Suárez recently published this article in the Journal of Research in Science Teaching.

Crafting Circuits: Integrating Culturally Responsive Teaching and Current Events into Science | Publication

Colby Tofel-Grehl (CAREER Awardee), Kristin Searle, Andrea Hawkman, Tyler Hansen, and Kimberly Lott published this Science & Children article.

Prospective K-8 Teachers’ Noticing of Student Justifications and Generalizations in the Context of Analyzing Written Artifacts and Video-Records | Publication

Marta T. Magiera (CAREER Awardee) and Vecihi S. Zambak (2018 CADRE Postdoc) published this International Journal of STEM Education article.

Positionality Practices and Dimensions of Impact on Equity Research: A Collaborative Inquiry and Call to the Community | Publication

Stephen Secules, Cassandra McCall, Joel Alejandro Mejia (2013-14 CADRE Fellow), Chanel Beebe, Adam S. Masters, Matilde L. Sánchez‐Peña, and Martina Svyantek recently published this article in the Journal of Engineering Education.

Multidimensional Trajectories for Understanding Ecosystems | Publication

Catherine Eberbach, Cindy E. Hmelo‐Silver, Rebecca Jordan, Joseph Taylor, and Roberta Hunter (2020 CADRE Postdoc) published this Science Education article.

Middle Science Computing Integration with Preservice Teachers | Publication

Lauren Margulieux (CAREER Awardee) and Aman Yadav published this article in Journal of Computers in Mathematics and Science Teaching.

Listening to and Understanding Students’ Algorithms | Publication

Gladys Krause (2016-17 CADRE Fellow), Luz A. Maldonado Rodríguez, and Melissa Adams-Corral published this article in Mathematics Teacher: Learning and Teaching PK-12.

Instructional Scaffolding to Engage All Learners in Complex Science Text | Publication

Delinda van Garderen, Rachel Juergensen (2020-21 CADRE Fellow), Cassandra Smith, Heba Abdelnaby, Amy Lannin, and William Folk published this article in Science Scope.

Enhancing Science Lessons to Support Multilingual Students’ Engagement in Science and Engineering Practices | Publication

María González-Howard (2015-16 CADRE Fellow; CAREER Awardee) published this article in Science Scope with co-authors Sage Andersen and Karina MÉndez PÉrez.

A Day of Reckoning for the White Academy: Reframing Success for African American Women in STEM | Publication

Terrell R. Morton (2018 CADRE Postdoc) and Tara Nkrumah recently published this Cultural Studies of Science Education article.

Black Love: Learning to Teach from Within | Blog

In this CAISE blog, Ti'Era Worsley (2019-20 CADRE Fellow) describes her conceptual framework of Black Love.

Using Authentic Video Clips of Classroom Instruction to Capture Teachers’ Moment-to-Moment Perceiving as Knowledge-Filtered Noticing | Publication

Nicole B. Kersting, James E. Smith (2019-20 CADRE Fellow), and Beau Vezino published this artcile in ZDM – Mathematics Education.

1,000 Inspiring Black Scientists in America | Awards & Recognition

Terrell Morton (2018 CADRE Postdoc) and ReAnna S. Roby (2018 CADRE Postdoc) were recently featured on Cell Mentor Community of Scholar's list of 1,000 Inspiring Black Scientists in America.

2018 CADRE Postdoc awarded NSF grant | Awards & Recognition

Maria Olivares (2018 CADRE Postdoc) was recently awarded an NSF grant for a Research Coordination Network (RCN) that will bring together scholars and practitioners working at the intersection of equity and interdisciplinary making in STEM education. The driving purpose of the project is to collectively broaden STEM-focused maker participation in the United States through pursuing common research questions, sharing resources, and incubating emergent inquiry and knowledge across multiple working sites of practice.

How to Support Young Learners in Racially Diverse Classrooms | Publication

Amanda Armstrong (2020-21 CADRE Fellow) published this Edutopia article.

Multimodal Text Sets to Use Literature and Engage All Learners in the Science Classroom | Publication

Amy Lannin, Rachel Juergensen (2020-21 CADRE Fellow), Cassandra Smith, Heba Abdelnaby, Delinda van Garderen, William Folk, Torrey Palmer, and Lori Pinkston published this article in Science Scope.

Understanding the Unique Contributions of Home Numeracy, Inhibitory Control, the Approximate Number System, and Spontaneous Focusing on Number for Children’s Math Abilities | Publication

Alex M. Silver, Leanne Elliott (2020 CADRE Postdoc), Adwoa Imbeah, and Melissa E. Libertus published this Mathematical Thinking and Learning article.

Teacher Candidates’ Silhouettes: Supporting Mathematics Teacher Identity Development in Secondary Mathematics Methods Courses | Publication

Teresa K. Dunleavy, Alison S. Marzocchi, and Maisie A. Gholson (CAREER Awardee) published this article in Investigations in Mathematics Learning.

Diego’s Number Understanding Development through His Subitizing and Counting | Publication

Beth MacDonald, Jessica H. Hunt (CAREER Awardee), Kristy Litster, Allison Roxburgh, and Michael Leitch published this Investigations in Mathematics Learning article.

Decoding the Corn Field: Building Third-Grade Students’ Ideas about Plant Inheritance and Variation | Publication

Dante Cisterna, Erin Ingram, Devarati Bhattacharya (2020 CADRE Postdoc), Ranu Roy, and Cory Forbes published this artcile in Science & Children.

Bilingual Pre-service Teachers and Their Opportunities to Learn | Publication

Gladys Krause (2016-17 CADRE Fellow) published this Investigations in Mathematics Learning article with co-authors Juanita Silva and Jair J. Aguilar.

Looking for Zebras: Unexpected Solutions to Pattern Tasks | Publication

Elizabeth Fleming and Dana L. Grosser‐Clarkson (2015-16 CADRE Fellow) published this Mathematics Teacher: Learning and Teaching PK-12 article.

Examining Variability in Elementary Science Teachers’ Pedagogical Content Knowledge About Phase Change: Implications for Teacher Development and Assessment | Publication

Jamie N. Mikeska (2010-11 CADRE Fellow), Debra Brockway, Joseph Ciofalo, Hui Jin, and Suzanne Ritter published this article in the Journal of Science Teacher Education.

Direct Numeracy Activities and Early Math Skills: Math Language as a Mediator | Publication

Yemimah King (2019-20 CADRE Fellow) and David Purpura (CAREER Awardee) published this Early Childhood Research Quarterly article.

Using Climate Models to Learn About Global Climate Change | Publication

Devarati Bhattacharya (2020 CADRE Postdoc), Kimberly Carroll Steward, Mark Chandler, and Cory Forbes published this article in The Science Teacher.

Teacher Noticing and Reasoning about Student Thinking in Classrooms as a Result of Participating in a Combined Professional Development Intervention | Publication

Gloriana Gonzalez (CAREER Awardee) and Gabriela E. Vargas (2017-18 CADRE Fellow) published this article in Mathematics Teacher Education and Development.

Construct-Specific and Timing-Specific Aspects of the Home Environment for Children’s School Readiness | Publication

Yemimah King (2019-20 CADRE Fellow), Robert Duncan, German Posada, and David Purpura (CAREER Awardee) published this article in Frontiers in Psychology.

Impact of an Online Course of Teaching Emergent Bilinguals Mathematics on Teacher Perspectives | Publication

Ji Yeong I (CAREER Awardee) published this Mathematics Teacher Education and Development article with co-authors Christa Jackson and Ricardo Martinez.

Effect of Implementing Subgoals in Code.org's Intro to Programming Unit in Computer Science Principles | Publication

Lauren E. Margulieux (CAREER Awardee), Briana B. Morrison, Baker Franke, and Harivololona Ramilison published this ACM Transactions on Computing Education article.

The Role of Recognition in Disciplinary Identity for Girls | Publication

Roxanne Hughes, Jennifer Schellinger (2019-20 CADRE Fellow), and Kari Roberts published this Journal of Research in Science Teaching article.

Fostering Collaboration with the Flip | Publication

Zandra de Araujo, Samuel Otten, Wenmin Zhao (2018-19 CADRE Fellow), Jessica Kamuru, and Jaepil Han published this article in Mathematics Teacher: Learning and Teaching PK-12.

Empirical Recovery of Learning Progressions through the Lens of Educators | Publication

Leanne R. Ketterlin-Geller, Yetunde Zannou, Anthony Sparks, and Lindsey Perry (2018 CADRE Postdoc) published this article in the Journal of Mathematical Behavior.

Acting with Epistemic Agency: Characterizing Student Critique During Argumentation Discussions | Publication

María González‐Howard (CAREER Awardee; 2015-16 CADRE Fellow) published this Science Education article with co-author Katherine L. McNeill.

The Role of Balance Scales in Supporting Productive Thinking about Equations Among Diverse Learners | Publication

Ana Stephens, Yewon Sung, Susanne Strachota, Ranza Veltri Torres, Karisma Morton (2018 CADRE Postdoc), Angela Murphy Gardiner, Maria Blanton, Eric Knuth, and Rena Stroud published this article in Mathematical Thinking and Learning.

Complex Influences of Mechanistic Knowledge, Worldview, and Quantitative Reasoning on Climate Change Discourse: Evidence for Ideologically Motivated Reasoning Among Youth | Publication

Lynne Zummo, Brian Donovan, and K. C. Busch (2013-14 CADRE Fellow) published this article in the Journal of Research in Science Teaching.

Reframing Organizational Contexts from Barriers to Levers for Teacher Learning in Science Education Reform | Publication

Carrie D. Allen (2014-15 CADRE Fellow) published this Journal of Science Teacher Education article with co-author Sara C. Heredia.

Supporting Students' Pathways through the Cycle of Inquiry and Justification | Webinar

Michelle Cirillo (CAREER Awardee) and Jenifer Hummer (2017-18 CADRE Fellow) presented a webinar on the cycle of inquiry and justification in secondary mathematics as part of NCTM's 100 Days of Professional Learning.

2018 CADRE Postdoc awarded NSF grant | Awards & Recognition

Terrell Morton (2018 CADRE Postdoc) was recently awarded an NSF grant to build a network comprised of diverse individuals from higher education (e.g., administrators, faculty, staff, students), science industry, and Black cultural spaces, to address the challenges of retaining and supporting the continued participation of Black students in the biological sciences with a specific focus on the culture of undergraduate biology education and Black student identity and culture.

The Role of Mentor Teacher–Mediated Experiences for Preservice Teachers | Publication

Hosun Kang (CAREER Awardee) published this Journal of Teacher Education article.

Addressing Underrepresentation of Young Women of Color in Engineering and Computing through the Lens of Sociocultural Theory | Publication

Margaret Eisenhart and Carrie D. Allen (2014-15 CADRE Fellow) co-authored this article for Cultural Studies of Science Education.

The Re-Novicing of Elementary Teachers in Science? Grade Level Reassignment and Teacher PCK | Publication

Deborah L. Hanuscin, Zandra de Araujo, Dante Cisterna, Kelsey Lipsitz (2016-17 CADRE Fellow), and Delinda van Garderen published this article in the Journal of Science Teacher Education.

Impact of Cooney, Shealy, and Arvold’s (1998) Belief Structures: A Literature Review and Citation Analysis | Publication

Carlos Nicolas Gomez (CAREER Awardee; 2014-15 CADRE Fellow) published this article in the Journal for Research in Mathematics Education with co-author AnnaMarie Conner (CAREER Awardee).

Dominoes: Promoting Units Construction and Coordination | Publication

Beth L. MacDonald, Diana L. Moss, and Jessica H. Hunt (CAREER Awardee) coauthored this Mathematics Teacher: Learning and Teaching PK-12 article.

Interpretations of Slope Through Written and Verbal Interactions Between a Student and Her Tutors in Algebra 1 | Publication

Anna F. DeJarnette, Samantha McMahon, and Casey Hord (2010-11 CADRE Fellow) published this article in the Journal of Research in Mathematics Education.

Evaluating Videos for Flipped Instruction | Publication

Samuel Otten, Wenmin Zhao (2018-19 CADRE Fellow), Zandra de Araujo, and Milan Sherman published this Mathematics Teacher: Learning and Teaching PK–12 article.

Strengthening Educators’ Practices for Engaging and Empowering Students with Disabilities and Difficulties as Mathematics Learners | Webinar

Jessica Hunt (CAREER Awardee) helped lead a virtual discussion with DRK-12 colleagues Amy Brodesky, Karen Mutch-Jones and Judy Storeygard that focused on the question: What are ways to support educators in providing high-quality, inclusive instruction that empowers students with disabilities/difficulties as mathematics thinkers and doers? Slides and a recording of the webinar are available at the link below.

DRK-12 CAREER Awards Spotlight | In the News

24 DRK-12 CAREER awardees were featured in CADRE's May 2020 Spotlight. In the spotlight, learn about the work of these emerging leaders who are developing innovative approaches for improving teaching and learning across STEM disciplines, and hear their advice for developing a successful CAREER proposal and tips for managing a CAREER grant based on their experience.

Dear Colleague Letter: CAREER Proposals Submitted to the Directorate for Education and Human Resources (EHR) | In the News

On May 18, 2020, NSF released an updated Dear Colleague Letter is (a) to highlight, clarify, and draw attention to important information included in Program Solicitation NSF 20-525 as it relates to CAREER proposals submitted to divisions and programs within EHR; and (b) to list the divisions and programs within EHR that intend to review and fund CAREER proposals.

Stories from the Field: Locating and Cultivating Computational Thinking in Spaces of Learning | Publication

Michelle Hoda Wilkerson, Cynthia M. D’Angelo (2009-10 CADRE Fellow), and Breanne K. Litts published this article in Interactive Learning Environments.

Giving Birth to Inferential Reasoning | Publication

Ryan "Seth" Jones (CAREER Awardee) published this article in Mathematics Teacher: Learning and Teaching PK–12 with co-authors Zhigang Jia and Joel Bezair.

STEM in PreK: Using Cat in the Hat Media Resources | Blog

Tiffany Maxon (2019-20 CADRE Fellow) and Elisa Garcia published this guest blog for the Erikson Institute's Technology in Early Childhood Center.

Teaching Practices for Differentiating Mathematics Instruction for Middle School Students | Publication

Amy Hackenberg (CAREER Awardee), Mark Creager, and Ayfer Eker published this Mathematical Thinking and Learning article.

Rethinking the Classroom Science Investigation | Publication

Eve Manz (CAREER Awardee) published this article in the Journal of Research in Science Teaching with co-authors Richard Lehrer and Leona Schauble.

From the Inside Out: Teacher Responses to the AP Curriculum Redesign | Publication

Ayana McCoy (2015-16 CADRE Fellow) and Kim Frumin (2016-17 CADRE Fellow) published this Journal of Science Teacher Education article with co-authors Abigail Jurist Levy, Frances Lawrenz, Christopher Dede, Arthur Eisenkraft, Christian Fischer, Barry Fishman, and Brandon Foster.

3 Ways to Support Online Discussion Board Participation | Blog

Miriam Gates (2014-15 CADRE Fellow) was recently featured in EDC's Innovations blog.

Former CADRE Fellows receive new NSF CAREER awards | Awards & Recognition

Three former CADRE Fellows are among the recipients of recent NSF CAREER awards: Carlos Nicolas Gomez (2014-15 Fellow), María González-Howard (2015-16 Fellow), and Joel Mejia (2013-14 Fellow).

Understanding Factors related to Undergraduate Student Decision-making about a Complex Socio-scientific Issue: Mountain Lion Management | Publication

Jenny Dauer (2012-13 CADRE Fellow) and Ashley R. Alred published this article in the Eurasia Journal of Mathematics, Science and Technology Education.

The Impact of The Cat in the Hat Knows a Lot About That! on Learning | Publication

This report by Todd Grindal, Megan Silander, Sarah Gerard, Tiffany Maxon (2019-20 CADRE Fellow), Elisa Garcia, Naomi Hupert, Phil Vahey, and Shelley Pasnik shares findings from a study that examined the impact of The Cat in the Hat Knows a Lot About That! media resources.

Empowering Students with Specific Learning Disabilities: Jim’s Concept of Unit Fraction | Publication

Jessica Hunt (CAREER awardee) published this Journal of Mathematics Behavior article with co-authors Juanita Silva and Rachel Lambert.

Who Gets in? Examining Inequality in Eighth-Grade Algebra | Publication

Karisma Morton (2018 CADRE Postdoc) published this article with co-author Catherine Riegle-Crumb in the Journal for Research in Mathematics Education.

Effects of an Art-based Environmental Education Camp Program on the Environmental Attitudes and Awareness of Diverse Youth | Publication

Ami Flowers, Lincoln R. Larson, Ti’Era Worsley (2019-20 CADRE Fellow), Gary T. Green, and John P. Carroll published this article in the Journal of Environmental Education.

Discussion Supports Sense-Making Within and Across Lessons | Publication

Tanya S. Wright, JoAnne West, Amelia Wenk Gotwals, and Christa Haverly (2018-19 CADRE Fellow) published this Science and Children article.

Critically Examining Whiteness in Culturally Responsive Education | Blog

Christa Haverly (2018-19 CADRE Fellow) wrote this DRK-12 Community Voices blog as part of CADRE's Spotlight on Culturally Responsive STEM Education.

Contrast, Commonality, and a Call for Clarity: A Review of the Use of Core Practices in Teacher Education | Publication

Dana Grosser-Clarkson (2015-16 CADRE Fellow) and Michael A. Neel published this article in the Journal for Teacher Education.

A curriculum supplement that integrates transmedia to promote early math learning: A randomized controlled trial of a PBS KIDS intervention | Publication

Regan Vidiksis (2014-15 CADRE Fellow) co-authored this Early Childhood Research Quarterly article with Deborah Rosenfeld, Ximena Dominguez, Carlin Llorente, Shelley Pasnik, Savitha Moorthy, Naomi Hupert, and Sarah Gerard.

Investigation of an equity ethic in engineering and computing doctoral students | Publication

Dara E. Naphan‐Kingery, Monica Miles, Amanda Brockman, Rachel McKane, Portia Botchway (2017-18 CADRE Fellow), and Ebony McGee published this article in the Research Journal for Engineering Education.

Former CADRE Fellows receive new DRK-12 awards | Awards & Recognition

Former CADRE Fellows Camillia Matuk (2010-11) and Jonee Wilson (2013-14) are among the recipients of DRK-12 awards for 2019.

Communities Take Charge | Presentation

Lissy Goralnik, Jenny Dauer (2012-13 CADRE Fellow), and Carly Lettero co-authored this article for The Science Teacher.

Epistemological framing and novice elementary teachers' approaches to learning and teaching engineering design | Publication

Kristen B. Wendell (CAREER awardee), Jessica E. S. Swenson, and Tejaswini S. Dalvi published this article in Journal of Research in Science Teaching.

Qualitative graphing in an authentic inquiry context: How construction and critique help middle school students to reason about cancer | Publication

Camillia Matuk (2010-11 CADRE Fellow) published this article in the Journal of Research in Science Teaching with co-authors Jiayuan Zhang, Irina Uk, and Marcia C. Linn.

Children’s Integer Understanding and the Effects of Linear Board Games: A Look at Two Measures | Publication

Laura Bofferding (CAREER awardee) and Andrew Hoffman co-authored this article for The Journal of Mathematical Behavior.

Former CADRE Fellow Selected as 2019 Campus Life Scholar | Awards & Recognition

Brianna Tomlinson (2017-18 CADRE Fellow) was awarded Georgia Tech's Campus Life and Community at Tech Scholarship, which seeks to recognize and reward students who have positively impacted the university community through their leadership, scholarship, and service.

CADRE Fellow Awarded Dissertation Fellowship | Awards & Recognition

Courtney Benjamin (2018-19 CADRE Fellow) was recently awarded the Graduate School Dissertation Year Fellowship from Washington State University. Her research looks at intersectional aspects of gender, race, and social class, with an emphasis oncritical inquiry and discourse analyses of STEM participation at the K-12 and higher education levels.

A Multimodal Physics Simulation: Design and Evaluation with Diverse Learners | Presentation

Brianna Tomlinson (2017-18 CADRE Fellow), Prakriti Kaini, Lynne Harden, Bruce Walker, and Emily Moore presented this paper at the 34th Annual Assistive Technology Conference in San Diego, CA.

Philadelphia School Surveys | Website

Jonathan Vitale (2014-15 CADRE Fellow) created this website to display the results of Philadelphia school surveys that were designed to capture feedback from the school community on five key topics related to school improvement—climate, instruction, leadership, professional capacity, and parent/guardian-community ties.

Coordinating between Graphs and Science Concepts: Density and Buoyancy | Publication

Jonathan Vitale (2014-15 CADRE Fellow) published this Cognition and Instruction article with co-authors Lauren Applebaum and Marcia Linn.

Non-visual Perception of Lines on a Multimodal Touchscreen Tablet | Publication

Jennifer Tennison (2017-18 CADRE Fellow) and Jenna Gorlewicz co-authored this article for ACM Transactions on Applied Perception (TAP).

Tensions Between Learning Models and Engaging in Modeling | Publication

Candice Guy-Gaytán (2015-16 CADRE Fellow), Julia S. Gouvea, Chris Griesemer, and Cynthia Passmore co-authored this Science & Education article.

Making Sense of Day and Night | Publication

Christa Haverly (2018-19 CADRE Fellow) and Kim Sedlmeyer published this article in Science and Children.

Investigating Teaching in Conceptually Oriented Mathematics Classrooms Characterized by African American Student Success | Publication

Jonee Wilson (2013-14 CADRE Fellow) published this Journal for Research in Mathematics Education article with co-authors Mahtab Nazemi, Kara Jackson, and Anne Garrison Wilhelm.

Framing, Adapting, and Applying: Learning to Contextualize Science Activity in Multilingual Science Classrooms | Publication

Sara Tolbert, Corey Knox (2014-15 CADRE Fellow), and Ivan Salinas co-authored this article for Research in Science Education.

Mentoring the Mentors: Hybridizing Professional Development to Support Cooperating Teachers’ Mentoring Practice in Science | Publication

Josie Melton (2017-18 CADRE Fellow) published this article for Contemporary Issues in Technology and Teacher Education with co-authors Matthew Miller and Joseph Brobst.

The impact of multimedia educative curriculum materials (MECMs) on teachers’ beliefs about scientific argumentation | Publication

Suzanna Loper, Katherine L. McKeill, María González-Howard (2015-16 CADRE Fellow), Lisa M. Marco-Bujosa, Laura M. O’Dwyer published this article in Technology, Pedagogy and Education.

Toward coherence in curriculum, instruction, and assessment: A review of learning progression literature | Publication

Hui Jin, Jamie N. Mikeska (2010-11 CADRE Fellow), Hayat Hokayem, and Elia Mavronikolas co-authored this Science Education article.

Methods & Strategies: Getting a Grip | Publication

Eve Manz (CAREER awardee) published this practitioner article in Science and Children.

Gina’s mathematics: Thinking, tricks, or “teaching”? | Publication

Jessica H. Hunt (CAREER awardee), Beth L. MacDonald, and Juanita Silva published this article in the Journal of Mathematical Behavior.

The Teacher Responding Tool: Scaffolding the teacher practice of responding to student ideas in mathematics classrooms | Publication

James Bywater (2018-19 CADRE Fellow) published this article in Computer & Education with co-authors Jennifer L. Chiu, James Hong, and Vidhya Sankaranarayanan.

Development of an early grade relational reasoning subtask: collecting validity evidence on technical adequacy and reliability | Publication

Lindsey Perry (2018 CADRE Postdoc) published this article in the International Journal of Science and Mathematics Education.

Theorizing reciprocal noticing with non-dominant students in mathematics | Publication

Higinio Dominguez (CAREER awardee) published this article in Educational Studies in Mathematics.

Pre-service teachers’ figurative and operative graphing actions | Publication

Kevin C. Moore (CAREER awardee) co-authored this Journal of Mathematical Behavior article with Irma E. Stevens, Teo Paoletti, Natalie L. F. Hobson, and Biyao Liang.

Designing Educational Video Games to Be Objects-to-Think-With | Webinar

On May 8, 2019 at 10:00am ET, Nathan Holbert, Matthew Berland, and Cynthia D'Angelo (2009-10 CADRE Fellow) will discuss their Journal of the Learning Sciences article, "Designing Educational Video Games to Be Objects-to-Think-With."

Toward a more humane genetics education: Learning about the social and quantitative complexities of human genetic variation research could reduce racial bias in adolescent and adult populations | Publication

K. C. Busch (2013-14 CADRE Fellow) co-authored this Science Education article with Brian M. Donovan, Rob Semmens, Phillip Keck, Elizabeth Brimhall, Monica Weindling, Alex Duncan, Molly Stuhlsatz, Zoë Buck Bracey, Mark Bloom, Susan Kowalski, and Brae Salazar.

Exploring the utility of social network analysis for visualizing interactions during argumentation discussions | Publication

María González‐Howard (2015-16 CADRE Fellow) published this article in Science Education.

Kindling the fire: Fueling preservice science teachers' interest to teach in high‐needs schools | Publication

Meredith W. Kier and Jason A. Chen (2011-12 CADRE Fellow) published this article in Science Education.

Impact of model‐based science curriculum and instruction on elementary students' explanations for the hydrosphere | Publication

Ben Baumfalk, Devarati Bhattacharya, Tina Vo (2016-17 CADRE Fellow), Cory Forbes, Laura Zangori, and Christina Schwarz co-authored this article for the Journal of Research in Science Teaching.

Impossibility and Certainty | Publication

Carlos A. Mejía Colindres (2013-14 CADRE Fellow) published this article in the April 2019 issue of Mathematics Teacher with co-author Stephanie Peters.

Addressing Misconceptions in Secondary Geometry Proof | Publication

Michelle Cirillo (CAREER awardee) and Jenifer Hummer (2017-18 CADRE Fellow) co-authroed this article for the April 2019 issue of Mathematics Teacher.

CADRE early career researchers featured in new resource spotlight | Blog

Courtney P. Benjamin (2018-19 CADRE Fellow) and Terrell Morton (2018 CADRE Postdoc) have featured blogs in CADRE's Engaging and Supporting Women and Girls in STEM spotlight.

Ramp It Up! | Publication

Ashley Lewis Presser, Ximena Dominguez, Marion Goldstein, Regan Vidiksis (2014-15 CADRE Fellow), and Danae Kamdar co-authored this practitioner article for Science & Children.

What Does it Mean to Notice my Students’ Ideas in Science Today?: An Investigation of Elementary Teachers’ Practice of Noticing their Students’ Thinking in Science | Publication

Melissa Luna (CAREER awardee) published this article in Cognition and Instruction.

Transferring specialized content knowledge to elementary classrooms: Preservice teachers’ learning to teach the associative property | Publication

Meixia Ding (CAREER awardee) published this article in the International Journal of Mathematics Educational in Science and Technology with co-author Kayla Heffernan.

Transitioning from textbook to classroom instruction in mathematics: The case of an expert Chinese teacher | Publication

Chen Wei and Meixia Ding (CAREER awardee) published this article in Frontiers of Education in China.

An Examination of Credit Recovery Students’ Use of Computer-Based Scaffolding in a Problem-Based, Scientific Inquiry Unit | Publication

Brian Belland (CAREER awardee), D. Mark Weiss, Nam Ju Kim, Jacob Piland, Jiangyue Gu co-authored this article for the February 2019 issue of International Journal of Science and Mathematics Education.

Increasing Science Literacy in Early Childhood | Publication

Phil Vahey, Regan Vidiksis (2014-15 CADRE Fellow), and Alexandra Adair co-authored this article in the Winter 2018-19 issue of the American Educator.

From Secondary to Postsecondary: Charting an Engineering Career and Technical Education Pathway | Publication

Michael Gottfried and Jay Plasman (2015-16 CADRE Fellow) co-authored this article for the Journal of Engineering Education.

Linear quantity models in US and Chinese elementary mathematics classrooms | Publication

Meixia Ding (CAREER awardee) Wei Chen, and Ryan Scott Hassler published this article in Mathematical Thinking and Learning.

Aligning Test Scoring Procedures with Test Uses: A Balancing Act | Publication

Leanne R. Ketterlin Geller, Lindsey Perry (2018 CADRE Postdoc), Linda M. Platas, and Yasmin Sitabkhan co-authored this aritcle for the Global Education Review's Policies and Practices in Support of Mathematics Learning issue.

Using classroom observations to evaluate science teaching: Implications of lesson sampling for measuring science teaching effectiveness across lesson types | Publication

Jamie N. Mikeska (2010-11 CADRE Fellow), Steven Holtzman, Daniel F. McCaffrey, Shuangshuang Liu, and Tamara Shattuck co-authored this article for Science Education Policy.

Most and Least: Differences in Integer Comparisons Based on Temperature Comparison Language | Publication

Laura Bofferding (CAREER awardee) and Sherri Farmer published this article in the March 2019 issue of the International Journal of Science and Mathematics Education.

Governor Names Former CADRE Fellow Public Education Secretary | In the News

Karen Trujillo (2011-12 CADRE Fellow) was selected by New Mexico Governor Grisham for the role of secretary of public education. Trujillo was elected to serve on the Doña Ana Board of County Commissioners in November of 2018.

Teachers' framing of argumentation goals: Working together to develop individual versus communal understanding | Publication

María González-Howard (2015-16 CADRE Fellow) and Katherine McNeill co-authored this article for the Journal of Research in Science Teaching.

Is There a Career and Technical Education Coursetaking Pipeline Between High School and College? | Publication

Jay Plasman (2015-16 CADRE Fellow), Michael Gottfried, and Cameron Sublett co-authored this article for Teachers College Record.

How Do Teachers Use Comics to Promote Engagement, Equity, and Diversity in Science Classrooms? | Publication

Camillia Matuk (2010-11 CADRE Fellow), Talia Hurwich, Amy Spiegel, and Judy Diamond co-authored this article for Research in Science Education.

Resettled Burmese Refugee Youths’ Identity Work in an Afterschool STEM Learning Setting | Publication

Minjung Ryu, Mavreen Rose S. Tuvilla (2018-19 CADRE Fellow), and Casey Elizabeth Wright co-authored this article for the Journal of Research in Childhood Education.

The impact of political identity, grouping, and discussion on young people's views of political documentaries | Publication

Jeremy Stoddard and Jason Chen (2011-12 CADRE Fellow) and co-authored this article for Learning, Media and Technology.

The Effects of Invention and Recontextualization on Representing and Reasoning with Trees of Life | Publication

Camillia Matuk (2010-11 CADRE Fellow) published this article in Research in Science Education with co-author David H. Uttal.

Teaching of the associative property: A natural classroom investigation | Publication

Eli Barnett and Meixia Ding (CAREER awardee) co-authored this article for Investigations in Mathematics Learning.

Comparing Haptic Pattern Matching on Tablets and Phones: Large Screens Are Not Necessarily Better | Publication

Jennifer Tennison (2017-18 CADRE Fellow) published this article in Optometry and Vision Science with co-authors Zachary S. Carril, Nicholas Giudice, and Jenna Gorlewicz.

Touchscreen-Based Haptic Information Access for Assisting Blind and Visually-Impaired Users: Perceptual Parameters and Design Guidelines | Publication

Hari Prasath Palani, Jennifer Tennison (2017-18 CADRE Fellow), G. Bernard Giudice, and Nicholas Giudice co-authored this paper for the International Conference on Applied Human Factors and Ergonomics.

Belief structure as explanation for resistance to change: The case of Robin | Publication

AnnaMarie Conner (CAREER awardee) and Carlos Nicolas Gomez (2014-15 CADRE Fellow) co-authored this article for the Journal of Mathematical Behavior.

Pre-service K-8 Teachers’ Professional Noticing and Strategy Evaluation Skills: An Exploratory Study | Publication

Vecihi S. Zambak (2018 CADRE Postdoc) and Marta Magiera (CAREER awardee) published this article in the EURASIA Journal of Mathematics, Science and Technology Education.

Promoting Linguistically Diverse Students’ Short-Term and Long-Term Understanding of Chemical Phenomena Using Visualizations | Publication

Kihyun (Kelly) Ryoo (CAREER awardee), Kristin Bedell, and Amanda Swearingen co-authored this article for the December 2018 issue of Journal of Science Education and Technology.

Elementary Teachers’ Pedagogical Content Knowledge for Teaching Structure and Properties of Matter | Publication

Deborah Hanuscin, Dante Cisterna, and Kelsey Lipsitz (2016-17 CADRE Fellow) co-authored this article for the Journal of Science Teacher Education.

Modeling with tape diagrams | Publication

Meixia Ding (CAREER awardee) published this article in Teaching Children Mathematics.

Teacher's Toolkit: The Argumentation Toolkit | Publication

María González-Howard (2015-16 CADRE Fellow), Lisa Marco-Bujosa, Katherine McNeill, Megan Goss, and Suzanna Loper co-authored this Science Scope article.

#BlackGirlMagic: The Identity Conceptualization of Black Women in Undergraduate STEM Education | Publication

Terrell Morton (2018 CADRE Postdoc) co-authored this Science Education article with Eileen Parsons.

Why and how do middle school students exchange ideas during science inquiry? | Publication

Camillia Matuk (2010-11 CADRE Fellow) and Marcia Linn co-authored this article for the September 2018 issue of the International Journal of Computer-Supported Collaborative Learning.

Former CADRE Fellows receive new DRK-12 awards | Awards & Recognition

Former CADRE Fellows Casey Hord (2010-11), Jamie Mikeska (2010-11), and Emily Moore (2011-12) are among the recipients of DRK-12 awards for 2018.

Sorto Named 2018-19 National Science Foundation Program Officer | In the News

M. Alejandra Sorto (CAREER awardee) will serve as an NSF program officer for the 2018-19 academic year.

Applied STEM Coursework, High School Dropout Rates, and Students with Learning Disabilities | Publication

Jay Plasman (2015-16 CADRE Fellow) and Michael Gottfried co-authored this article for Educational Policy (EPX).

Former CADRE Fellow receives Fulbright grant | Awards & Recognition

Christina Bosch (2015-16 CADRE Fellow) was one of fourteen UMass Amherst students/alumni to be awarded a 2018-19 Fulbright grant. In 2019 she will research teacher attitudes toward inclusive education in Chile.

Former CADRE Fellow selected for Strategic Data Project Fellowship | In the News

Andrew Morozov (2009-10 CADRE Fellow) was selected to participate in the Strategic Data Project Fellowship, a competitive two-year professional development program of the Center for Education Policy Research at Harvard University.

Scaffolding scientific thinking: Students’ evaluations and judgments during Earth science knowledge construction | Publication

Doug Lombardi, Janelle M. Bailey, Elliot S. Bickel, Shondricka Burrell (2017-18 CADRE Fellow) co-authored this article for the July 2018 issue of Contemporary Educational Psychology.

NUSPK (Noticing and Using Students' Prior Knowledge) Website | Presentation

CAREER project Noticing and Using Students' Prior Knowledge has archived its materials, including animations and videos of teachers' classrooms to focus attention on students' mathematical thinking, on a new website.